Teacher and Principal Evaluation Pilot - Washington
Teacher and Principal Evaluation Pilot
Report to the Legislature
Randy I. Dorn
State Superintendent of Public Instruction
July 2011
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TEACHER AND PRINCIPAL EVALUATION PILOT
Prepared by Michaela W. Miller, Program Director
K-12 Education/Teacher and Principal Evaluation
Office of Superintendent of Public Instruction Michaela W. Miller, Program Director
Randy I. Dorn Superintendent of Public Instruction
Alan Burke, Ed.D. Deputy Superintendent, K-12 Education
July 2011
Table of Contents
Executive Summary..................................................................... ii
I. Introduction.............................................................................................. 1 A. Legislative Background 1. Summary of E2SSB 6696 2. Timeline/System Development 3. Foundation of the Evaluation Systems a. Revised Teacher and Principal Criteria b. Four-Level System i. Teachers ii. Principals c. Using Student Growth Data in Evaluations 4. TPEP Steering Committee 5. TPEP Pilot Districts a. TPEP Pilot Site Overview
II. Process ..................................................................................................... 7 A. Evaluation System Implementation Status 1. Evaluation System Overview 2. Major Components Common to all Pilots a. Common Statewide Revised Criteria Definitions b. Common Statewide Tier Labels c. Common Statewide Tier Summative Statements d. Common Statewide Satisfactory/Not Satisfactory Dilineation
3. District Determined Components a. Instructional and Leadership Framework b. Multiple Measures of Teacher and Principal Performance
III. Findings .................................................................................................. 18 A. Research and Reports B. Blueprint for Changing and Implementing the Washington State Evaluation System
IV. Next Steps..................................................................................18 A. TPEP Pilot Sites B. State-level Taskforce Committees
V. Recommendation ................................................................................... 22 A. Superintendent Dorn's Recommendation 1. One or Multiple Models 2. Evaluation System Components 3. State-Approval Process 4. Challenges to a State Evaluation Approval Process
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VI. Conclusion .............................................................................................. 24
VII. Bibliography ........................................................................................... 24
VIII.
Appendices ............................................................................................. 24
A. Teacher Evaluation Model Visual Diagram B. Principal Evaluation Model Visual Diagram C. Washington Teacher/Principal Evaluation Pilot Cross-Case Analysis
o D. Washington Teacher/Principal Evaluation Pilot Case Studies and Evaluation Models
1. Anacortes
2. Central Valley
3. Kennewick
4. NEWESD 101 Consortium
5. North Mason
6. North Thurston
7. Othello
8. Snohomish
9. Wenatchee
E. Washington Teacher/Principal Evaluation Statewide Data Analysis Report o
F. OSPI Practitioner Panel Review o Practitioner Workgroups Proposal April 2011 o TPEP Model Review Templates o TPEP Practitioner Panel Participants o TPEP Practitioner Panels System & State Feedback
G. OSPI School Employee Evaluation Survey Summary and Data 1. OSPI School Employee Evaluation Survey PDF Summary
PDF_SY2009-10.pdf
2. OSPI School Employee Evaluation Survey Data File Data_SY2009-10.xlsx
H. Washington Teacher/Principal Evaluation Pilot Site Interview Compilation (Video) o
List of Tables
Table 1
Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14 Table 15
Comparison of Existing Evaluation Requirements and Revised E2SSB 6696 Components TPEP Pilot District and Statewide Implementation Timeline Revised Teacher and Principal Criteria TPEP Steering Committee Members and Organizations Participating TPEP Pilot Districts TPEP Pilot Site Overview Evaluation System Overview Glossary Common Statewide Revised Teacher Criteria Definitions Common Statewide Revised Principal Criteria Definitions Draft Common Statewide Tier Labels Draft Common Statewide Tier Summative Statements - Teacher Teacher Instructional Frameworks by District Measures Under Consideration by District - Teacher Measures Under Consideration by District - Principal State-level Taskforce Committees
Executive Summary
Background
The Teacher & Principal Evaluation Project (TPEP), which was created in Engrossed Second Substitute Senate Bill 6696 (E2SSB 6696) in the 2010 Legislative Session, offers Washington State the opportunity to identify the measures of effective teaching and leading. The new Washington State evaluation system must both hold educators accountable and be leverage for authentic professional growth. This emerging system, built on the foundation of the new teacher and principal criteria and developed by Washington State educators, provides a direction that will empower teachers, principals and district leaders to meet the needs of students in Washington State. The new evaluation system sets high expectations for what teachers and principals should know and be able to do, values diversity, and fosters a high commitment to teaching and leading as professional practice.
Setting the Context
According to the Joyce Foundation, by the end of 2010 twelve states had passed new state teacher/principal evaluation laws. Washington State is included in this bold group of states that embarked on a journey of creating a new system for measuring teacher and leadership performance. The research over the past 10 years establishing the critical importance of quality teachers and leaders (Barber & Mourshed, 2007; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Rivkin, Hanushek, & Kane, 2005; Rockoff, 2004) prompted policymakers to look to evaluation as a lynchpin to education reform. It is important to note that the other areas impacting teacher and leadership quality should not be overlooked and are inextricably linked to evaluation. "Such areas include these components of the educator career continuum: traditional certification, alternative certification, mentoring and induction, professional development, evaluation, compensation, equitable distribution, and tenure." (Behrstock, Meyer, Wraight, & Bhatt, 2009).
Educators in Washington State overwhelming agree, the current evaluation system requires a much needed overhaul. During the 2010-11 school year, OSPI conducted a survey and ten forums with nearly 7,000 educators outside of the TPEP pilot sites and found that 80 percent indicated the primary purpose of the current evaluation system was compliance. Practitioners in and out of the TPEP pilot sites "want tools for improvement and growth." (Fetters, J., & Behrstock-Sherratt, E., 2011). All indications are that Washington State took the right step to enact E2SSB 6696 and the strong belief that the evaluation changes will produce positive results for our students.
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